Column
Character
Comment
4 min read

How to react in an era of social media outrage

Media executions and the quality of mercy.

George is a visiting fellow at the London School of Economics and an Anglican priest.

A man in a suit stands on a gallery above a cavernous space in which are rows of desk
Huw Edwards stands above the BBC news room.
BBC.

The story of Huw Edwards presents challenges to anyone who wonders how to respond appropriately. The news anchor is back, on the news agenda rather than presenting it, having resigned from the BBC on “medical advice”. In news terms, it seems a long time ago – nearly a year – when stories emerged that he had paid a teenager for what are blushingly called “explicit images”. 

His departure, rather belatedly said to have been inevitable, follows disclosures that he has continued to draw a very handsome BBC salary during his suspension from duty – and one that the corporation would rather not still be paying when it publishes its annual review of figures shortly. 

The difficulties come when, putting aside prurience and distaste, one scrutinises why exactly the life and career of Edwards have been ruined. The police wasted little time last year in concluding that there was no evidence that a criminal offence had been committed. All that is left is a salacious whiff and the knowledge that Edwards has suffered a depressive breakdown of some sort 

But that’s more than enough to make a major story in the era of peak social-media faux outrage. Think Philip Schofield, life ruined by stupidly lying about a fling with a much younger colleague (of consenting age). Think Caroline Flack, a reality actor with demonstrable mental health issues, hounded to her suicide. Think even the internet-sleuthing landslide that threatens to cover and suffocate comic Richard Gadd’s “true story” Netflix movie, Baby Reindeer.

While forgiveness liberates the forgiver (rather than necessarily the one being forgiven), Christians need to be wary of using forgiveness as a get-out-of-jail-free card.

So how to respond to the Edwards resignation? The question supposes that we must indeed respond and that might contain the principal point. A senior news anchor with the BBC is a public figure. As such, he (or she) needs to be trusted by the public. Consequently, Edwards is called to a higher standard of behaviour than that of his invisible viewers. 

Serious people in serious jobs need to be taken seriously. And anyone caught with their pants down, literally or figuratively, cannot look serious.  

Yet that still doesn’t supply us with a response (beyond “don’t be an idiot”). Actually, it rather complicates matters. It’s easier if a crime has been committed, because we can take refuge in justice, reparation for the victim and punishment for the perpetrator. None of this seems to be available in Edwards’ case. 

Some will reach for forgiveness under these circumstances. But that’s insufficient, since for most of us Edwards has done nothing more than read the news off an autocue and speak for the nation during royal events.  

We risk disempowering a real victim if we forgive on their behalf, so it’s inadequate to talk only of forgiveness in this circumstance. While forgiveness liberates the forgiver (rather than necessarily the one being forgiven), Christians need to be wary of using forgiveness as a get-out-of-jail-free card. 

 

By contrast, “the quality of mercy is not strained” in this way through our mortal experience. It’s universal and unqualified. 

In any event, forgiveness is a quality of compassion, the latter being the virtue to which we might most usefully aspire in response to the circumstances in which Edwards suffers. The root meaning of compassion is “to suffer with”, as in to share and, in doing so, profoundly to understand the suffering of another. In popular parlance, it might be to walk a mile in their boots. 

To view the media execution of Edwards with compassion is to walk a mile in his boots and to accept, with humility, that we can be as fallible as him. Vitally, this is to show mercy rather than pity. The latter is filtered through human experience – Pieta is a Renaissance artistic meme, which invariably shows the Virgin Mary’s essential humanity at the deposition of her son from the cross. 

By contrast, “the quality of mercy is not strained” in this way through our mortal experience. It’s universal and unqualified. Shakespeare’s famous line is given to Portia in The Merchant of Venice. One of the things it tells us is that to pity is human, but to be merciful is divine.  

It’s from theological, cardinal virtues that mercy flows. But it’s born of compassion, which has its Christological source in the suffering (or Passion) of Christ, in which the human condition – sin, frailty, pain, death – is shared with the divine. 

That’s a worldview that holds Huw Edwards in its gaze. It’s a wholly loving gaze that seeks to share his despair and failure, which is the ultimate act of compassion. Edith Cavell, the nurse who was shot as a spy in Flanders in the First Word War, came very close to it when she said before her execution: “Patriotism is not enough. I must have no hatred or bitterness towards anyone.”  

Edwards doesn’t (literally) face a firing squad, so direct comparison is invidious. But our response might still be a compassionate one. We may not be able to walk a mile in his boots. But we can try. 

Article
Comment
Education
Language
6 min read

Cutting language learning is a moral failure

Learning someone’s tongue is a deeply humble and empathetic act
A check list shows 'thank you' in different languages.

When you go abroad, how do you navigate language differences? Do you just stick everything through Google translate? Or put a few weeks into Duolingo before you go? Or maybe you just speak a bit louder in the hope that that will somehow smooth over any misunderstandings? 

Recently, my wife and I went to Italy for a week. Neither of can speak a word of Italian and we were taking our toddler Zachary with us (who can speak even less Italian), so we booked into a big resort where we knew staff would be able to speak some English if we needed anything for Zach. Even so, we tried learning a few words and phrases:  

‘please’,  

‘thank you’,  

‘could I have …?’,  

‘where is the …?,  

‘please forgive my toddler, he hasn’t learned to regulate his emotions yet’. 

That sort of thing. Just some basics to get by.  

Of course, what happened was exactly what happens every time I speak another language. I try my best to make an effort, people immediately realise I’m a struggling and they put me out of my misery by replying in English anyway.  

All this reinforces the importance of deep and rigorous language learning in society. All this makes the continued diminishment of university modern language programmes rather odd, and more than a little unsettling.  

The University of Nottingham has announced it is terminating the employment of casual staff at its Language Centre. This will see the end of numerous classes for students and others in many languages, both ancient and modern, including British Sign Language.  

Nottingham is not alone in this. The news comes in the immediate aftermath of a review into the University of Aberdeen’s decision to scrap modern language degrees in 2023, which found the decision “hurried, unstructured, and dominated by immediate financial considerations.” (Not that we needed a review to tell us this). The University of Aberdeen has partially reversed the decision, continuing its provision of joint honour degrees, if not single honour language degrees.  

Elsewhere, in January, Cardiff University announced plans to cut 400 academic staff, cutting their entire modern language provision in the process. In May, the University revealed that it would reverse these plans, with modern languages continuing to be offered (for now), albeit it a revised and scaled-down manner. 

The situation is bleak. As a theology lecturer who works for a Church of England college, I’m all too aware of the precarity my friends and colleagues in University Arts and Humanities departments face across the sector. But I was also naïve enough to think that languages might be one of the subjects that would be able to survive the worst of education’s deepening malaise given their clear  importance. How wrong I was. 

There are the obvious causes for despair at the news of language department cuts. One the one hand is the human element of all this. People are losing their jobs. Moreover, as casual workers, the University had no obligation to consult them about the changes or provide any notice period, and so they didn’t, because why would a university demonstrate courtesy towards its staff unless it absolutely had to? As well as losing jobs and whole careers, people will lose sleep, and perhaps even homes and relationships as a direct result of the financial and emotional toll this decision will take on staff. My heart breaks for those effected.  

And yet, the move is also evidence – as if more were needed – of the increasing commercialization of Higher Education. A statement from the University said the decision to cut languages in this way was the result of the Language Centre not running at a “financial surplus.” The cuts will instead allow the University to focus on “providing a high-quality experience for our undergraduate and postgraduate students.” 

And there we have it. Not even a veneer of pretence that universities operate for the pursuit of truth or knowledge. No, nothing so idealistic. A university is business, thank you very much, here to offer an “experience”. And when parts of businesses become financially unsustainable, they’re tossed aside. 

Languages aren’t just ways of describing the world we see, they’re also ways of seeing the world in the first place. 

But cutting language offerings isn’t just a personal and a societal loss, it’s also a huge spiritual and moral failure. And that’s because of what language fundamentally is. Let me explain.  

It can be tempting to think of words as simply ‘labels’ we assign to objects in the world, with different languages using a different set of ‘labels’ to describe the same objects. As a native English speaker, I might see something with four legs and a flat surface on top and call it a ‘desk’. Someone else with a different native language might call it a Schreibtisch, or a bureau‚ or a scrivania, or a tepu, or a bàn làm việc. You get the point: we might be using different labels, but we’re all ‘seeing’ the same thing when we use those ‘labels’, right? 

Well, it’s a bit more complicated than that. Languages aren’t just ways of describing the world we see, they’re also ways of seeing the world in the first place. As such, languages have the capacity to shape how we behave in response to the world, a world itself suggested to us in part by our language(s). As twentieth-century philosopher Ludwig Wittgenstein once wrote, “the limits of my language mean the limits of my world.” 

Let me give you just one example. English distinguishes tenses: past, present, future. I did, I do, I will do. Chinese does not. It expresses past, present, and future in the same way, meaning past and future feel as immediate and as pressing as the present. The result of ‘seeing’ the world through a ‘futureless’ language like this? According to economist Keith Chen, ‘futureless’ language speakers are 30 per cent more likely to save income compared to ‘futured’ language speakers (like English speakers). They also retire with more wealth, smoke less, practice safer sex, eat better, and exercise more. The future is experienced in a much more immediate and pressing way, leading to people investing more into behaviours that positively impact their future selves, because their view of the world – and their future selves’ place within the world – is radically different because of their language. 

Different languages lead to seeing the world differently which leads to differences in behaviour. In other words, there are certain experiences and emotions – even certain types of knowledge and behaviours - that are only encounterable for those fluent in certain languages. And this means that to learn another language is to increase our capacity for empathy. Forget walking a mile in someone’s shoes, if you want truly to know someone, learn their language.  

In my day job as a lecturer, when I’m trying to encourage my students – most of whom are vicars-to-be – to learn biblical Greek and/or Hebrew, I tell them it will make them more empathetic people. It may make them better readers of the Bible, it may even make them better writers too but, more than anything else, students who learn languages will be better equipped to love their neighbour for having done so. They will get a better sense of the limits of their world, and a greater appreciation for the ways in which others see it too. Show me a society that is linguistically myopic, and I’ll show you one that’s deeply unempathetic. I can guarantee you of that.   

We ought to be deeply, deeply concerned about the diminishing language offerings in the UK’s Higher Education sector. To open oneself to other languages is to open oneself to other ways of seeing the world. It is to be shown the limits of one’s own ways of seeing. Learning a language is a deeply humble and empathetic act. And isn’t humility and empathy in desperately short supply at the moment? 

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